A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh

English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts

Changing Expectations of Privacy and the Fourth Amendment

Public attitudes about privacy are central to the development of fourth amendment doctrine in two respects. These are the two “reasonableness” requirements, which define the scope of the fourth amendment (it protects only “reasonable” expectations of privacy), and provide the key to determining compliance with its commands (it prohibits “unreasonable” searches and seizures). Both requirements are interpreted in substantial part through evaluation of societal norms about acceptable levels of privacy from governmental intrusions. Caselaw, poll data, newspaper articles, internet sites, and other vehicles for gauging public attitudes after the September 11 attacks indicate that public concerns about terrorism and the erosion of personal privacy by governmental responses to terrorism have had significant effects on fourth amendment law. These include both a cutting back on overall fourth amendment coverage and treating as reasonable security intrusions that previously would not have been permitted. Results include less judicial scrutiny, additional intrusions based on security, possibly legal and political support for racial profiling in law enforcement

Automating class definitions from OWL to English

Text definitions for entities within bio-ontologies are a cor-nerstone of the effort to gain a consensus in understanding and usage of those ontologies. Writing these definitions is, however, a considerable effort and there is often a lag be-tween specification of the entities in the ontology and the development of the text-based definitions. As well as these text definitions, there can also be logical descriptions and definitions of an ontology's entities. The goal of natural lan-guage generation (NLG) from ontologies is to take the logi-cal description of entities and generate fluent natural lan-guage. We should be able to use NLG to automatically pro-vide text-based definitions from an ontology that has logical descriptions of its entities and thus avoid the bottleneck of authoring these definitions by hand. In this paper we present some early work in using NLG to provide such text definitions for the Experimental factor Ontology (EFO). We present our results, discuss issues in generating text definitions, and highlight some future work

Editing OWL through generated CNL

Abstract. Traditionally, Controlled Natural Languages (CNLs) are de-signed either to avoid ambiguity for human readers, or to facilitate auto-matic semantic analysis, so that texts can be transcoded to a knowledge representation language. CNLs of the second kind have recently been adapted to the requirements of knowledge formation in OWL for the Semantic Web. We suggest in this paper a variant approach based on automatic generation of texts in CNL (as opposed to automatic analy-sis), and argue that this provides the best of both worlds, allowing us to pursue human readability in addition to a precise mapping from texts to a formal language.

Magnetic edge states and magnetotransport in graphene antidot barriers

Magnetic fields are often used for characterizing transport in nanoscale materials. Recent magnetotransport experiments have demonstrated that ballistic transport is possible in graphene antidot lattices (GALs). These experiments have inspired the present theoretical study of GALs in a perpendicular magnetic field. We calculate magnetotransport through graphene antidot barriers (GABs), which are finite rows of antidots arranged periodically in a pristine graphene sheet, using a tight-binding model and the Landauer-B\"uttiker formula. We show that GABs behave as ideal Dirac mass barriers for antidots smaller than the magnetic length, and demonstrate the presence of magnetic edge states, which are localized states on the periphery of the antidots due to successive reflections on the antidot edge in the presence of a magnetic field. We show that these states are robust against variations in lattice configuration and antidot edge chirality. Moreover, we calculate the transmittance of disordered GABs and find that magnetic edge states survive a moderate degree of disorder. Due to the long phase-coherence length in graphene and the robustness of these states, we expect magnetic edge states to be observable in experiments as well

English Speaking and Listening Assessment Project - Baseline. Bangladesh

This study seeks to understand the current practices of English Language Teaching (ELT) and assessment at the secondary school level in Bangladesh, with specific focus on speaking and listening skills. The study draws upon prior research on general ELT practices, English language proficiencies and exploration of assessment practices, in Bangladesh. The study aims to provide some baseline evidence about the way speaking and listening are taught currently, whether these skills are assessed informally, and if so, how this is done. The study addresses two research questions: 1. How ready are English Language Teachers in government-funded secondary schools in Bangladesh to implement continuous assessment of speaking and listening skills? 2. Are there identifiable contextual factors that promote or inhibit the development of effective assessment of listening and speaking in English? These were assessed with a mixed-methods design, drawing upon prior quantitative research and new qualitative fieldwork in 22 secondary schools across three divisions (Dhaka, Sylhet and Chittagong). At the suggestion of DESHE, the sample also included 2 of the ‘highest performing’ schools from Dhaka city. There are some signs of readiness for effective school-based assessment of speaking and listening skills: teachers, students and community members alike are enthusiastic for a greater emphasis on speaking and listening skills, which are highly valued. Teachers and students are now speaking mostly in English and most teachers also attempt to organise some student talk in pairs or groups, at least briefly. Yet several factors limit students’ opportunities to develop skills at the level of CEFR A1 or A2. Firstly, teachers generally do not yet have sufficient confidence, understanding or competence to introduce effective teaching or assessment practices at CEFR A1-A2. In English lessons, students generally make short, predictable utterances or recite texts. No lessons were observed in which students had an opportunity to develop or demonstrate language functions at CEFR A1-A2. Secondly, teachers acknowledge a washback effect from final examinations, agreeing that inclusion of marks for speaking and listening would ensure teachers and students took these skills more seriously during lesson time. Thirdly, almost two thirds of secondary students achieve no CEFR level, suggesting many enter and some leave secondary education with limited communicative English language skills. One possible contributor to this may be that almost half (43%) of the ELT population are only at the target level for students (CEFR A2) themselves, whilst approximately one in ten teachers (12%) do not achieve the student target (being at A1 or below). Fourthly, the Bangladesh curriculum student competency statements are generic and broad, providing little support to the development of teaching or assessment practices. The introduction and development of effective teaching and assessment strategies at CEFR A1-A2 requires a profound shift in teachers’ understanding and practice. We recommend that: 1. Future sector wide programmes provide sustained support to the develop teachers' competence in teaching and assessment of speaking and listening skills at CEFR A1-A2 2. Options are explored for introducing assessment of these skills in terminal examinations 3. Mechanisms are identified for improving teachers own speaking and listening skills 4. Student competency statements within the Bangladesh curriculum are revised to provide more guidance to teachers and students

English Proficiency Assessments of Primary and Secondary Students Participating in English in Action: Third Cohort (2014) Large-Scale Quantitative Study

The purpose of the study was to assess the student learning outcomes of English in Action’s (EIA’s) school-based teacher development programme, in terms of improved English language competence (ELC), against recognised international frameworks (specifically, the Graded Examinations in Spoken English [GESE)]; Trinity College London 2013), which map onto the Common European Framework of Reference for Languages (CEFR). Measurably improved student learning outcomes are the ultimate test of success of a teacher development programme. English Proficiency Assessments 2014 is a repeat of the study on the pilot EIA programme (Cohort 14) (EIA 2012), but focusing only on student ELC. The teachers and hence the students of Cohort 3 are substantially greater in number than in the pilot phase (347,000 primary students and almost 1.7 million secondary students compared with around 700 teachers, 35,000 primary students and over 83,000 secondary students in 2011). To enable this increase in scale, the programme has been delivered through a more decentralised model, with much less direct contact with English language teaching (ELT) experts, a greater embedding of expertise within teacher development materials (especially video), and a greater dependence upon localised peer support. This report addresses the following research question: To what extent do the students of Cohort 3 show improved post-intervention EL proficiencies, in speaking and listening, compared with the Cohort 1 2010 preintervention baseline

A FINANCIAL TRAINING PROGRAM FOR USDA/FSA BORROWERS: EVOLUTION AND IMPACTS

A financial training program designed by Cooperative Extension specialists was provided to over 2,000 USDA/FSA borrowers from the Northeast during the period 1994-1999. Key to the success of the workshops was an in-depth, user friendly curriculum that evolved over time, eventually replacing satellite-feed instruction with pre-taped videos. Cluster analysis classified nearly 70% of workshop participants as "Low Finance Priority" or "Low Finance Knowledge." Farmers in these clusters received a relatively greater educational benefit from the program than those not in these clusters. Impact analysis indicated that perceived annual gain in farm net worth from application of workshop tools ranged from approximately $5,000 to$10,000. The training addressed the needs of producers typically isolated from Cooperative Extension because the workshop was the only extension program attended that year by nearly two-thirds of them.Agricultural Finance,

English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in English in Action: Third Cohort (2014)

The purpose of the study was to assess the student learning outcomes of English in Action’s (EIA’s) school-based teacher development programme, in terms of improved English language competence (ELC),1 against recognised international frameworks (specifically, the Graded Examinations in Spoken English2 [GESE)]; Trinity College London 2013), which map onto the Common European Framework of Reference for Languages (CEFR)3. Measurably improved student learning outcomes are the ultimate test of success of a teacher development programme. English Proficiency Assessments 2014 is a repeat of the study on the pilot EIA programme (Cohort 14) (EIA 2012), but focusing only on student ELC. The teachers and hence the students of Cohort 3 are substantially greater in number than in the pilot phase (347,000 primary students and almost 1.7 million secondary students compared with around 700 teachers, 35,000 primary students and over 83,000 secondary students in 2011). To enable this increase in scale, the programme has been delivered through a more decentralised model, with much less direct contact with English language teaching (ELT) experts, a greater embedding of expertise within teacher development materials (especially video), and a greater dependence upon localised peer support. This report addresses the following research question: "To what extent do the students of Cohort 3 show improved post-intervention EL proficiencies, in speaking and listening, compared with the Cohort 1 2010 pre-intervention baseline?